Analyze

尋找一個叫做家的地方

janey7875
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我訪問到的阿嬤也有在高度人力密集的產業中工作過，如餐飲、紡織等等，反映了當代大環境中原民來到都市的處境。都市原民作為台灣產業發展的推手之一，卻無法擁有安身立命的家，而被迫在各處流浪，直到近代才開啟了與政府溝通的橋樑，卻依然有種種難題需要克服。

Ocean in Amis culture

sharonku
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Did you scan the photos and write down the lyrics?

These are important artifacts that carries memories and stories belong to the grandma and her generation, for instance, their relationship with the ocean, fishery and seafood, etc. 

https://ubrand.udn.com/ubrand/story/12116/4095581

How do they maintain such relationship in the urban setting? What is the meaning of sea to them after living in Hsinchu for decades? Do they feel the difference between the sea in Hsinchu and inTaidung? Why?

Foreign Schools

tschuetz
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This news article focuses on the 140 "foreign schools" that the German state runs in different countries. However, only 30% of the schools' funding comes from the German government, while the rest is raised through fees paid by parents. The article reports that due to school closures, funding has dwindled rapidly and according to self-evaluations, 64% of schools face bankruptcy unless the German state offers emergency support. The article reports that back in November, the German government decided to foster the schools as a means of cultural and educational foreign politics.  A web conference to discuss the issue is planned for next week.

Our project could keep tabs on how foreign schools as spaces of transnationalism become reshaped during COVID-19.

asking the right questions

ntanio
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I filled out a TA multiple choice questionaire recently about teaching during pandemic. Did I feel supported in access to remote teaching tools? Did I need workshops on how to run an online discussion, test prep,? etc.

What was unasked and therefore unstated is the trauma students are facing amid an administrative effort to carry on, do our best, and talks about our "Fill-in-the-Mascot" Family. In my class we hear stories of students forced to leave campus and return to unsafe family home environments. Many students lost their on-campus jobs, yet are still stuck in rental contracts, with full tuition fees, and reduced campus services. Many students discovered they were on-call "essential" workers which has played havoc with their health concerns and class engagement. We also have students with COVID19 trying to stay on top of their course workload because they are supposed to graduate this Spring. 

Meanwhile as I talk to students I hear that most of their classes are recorded lectures taught asynchronously. They tell us that they often binge listen to these at 1.5x speed just to get through them. --This is the mode of online learning that Robert Post in his NCA post describes as "effective and efficient" for the "tramission of information." I wonder who isn't he talking about.

In trying to teaching using zoom during the pandemic, Sharon Traweek and I have held synchronous online class discussions. Many students have told us this is their only synchronous class this quarter. We have tried to teach students to think critically in/of zoom as a built environment. To ask what  assumptions, hierarchies, epistemologies are built into our online classrooms. We have struggled to find ways to disrupt those pathways with alternative strategies.

In answer to the question what is being foregrounded and obscured? I think in all the reflection about the future of residential and online learning and about the multiple crisis Universities, as well as the rest of us, are facing; what gets obscured is how important and how difficult it is to teach to students that they must think critically with and about the tools they are given and expected to learn.

Feeling, Mentoring and Recognising the Pedagogic Limits of the New Normal

AmandaWindle
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After reading the essays attached to this question, I was left overwhelmed. I had to walk away before finishing them as it was just way too much...  Returning to any sense of a  “normal” state of affairs is undesirable. And, to remain in the present, I would convey that there is a greater need for mentorship and encouragement of independent thinking/doing.

There are further challenges more specifically related to appropriate ways of guiding and enabling kinaesthetic learning. Those teaching practical subjects usually taught out of a studio will face tactile challenges and many more.

In relation to the online educational spaces, it's really hard to read the micro-expressions of either solidarity or dissent in online interactions. It’s more than just exploring the literacy of online asynchronous online pedagogy, it’s about understanding the limitations of the tools, be that Zoom or Skype or another tool like Slack, Micro, Trello, etc. 

cuts, proposals and the need to democratize university decision-making in the United States

Kim Fortun
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Roddy Reid shared these links on May 5: - Bryan Alexander on the first wave of cuts to universities: https://bryanalexander.org/higher-education/the-first-wave-of-pandemic-cuts-to-colleges-and-universities/?fbclid=IwAR0hjYH_X9H9MfAT-sOnVgPH0Op9tCKf2K4EzOzFvJNdrMWQfosYFvJuzfc- SF Art Institute to stay open:https://www.artforum.com/news/san-francisco-art-institute-to-stay-open-with-limited-academic-offerings-82913?fbclid=IwAR0s9j17a7nWDVTF7mR4acdiJ26hJK8PLsF5GjrLInmAXUxEY1cD9BdHA5c- free access to special issue of Academe by the (American Association of University Professors (AAUP) in the context of attacks on higher education: “The Politics of Knowledge”, including Judith Butler’s dissenting view on the AAUP’s "Statement of Knowledge" and Chris Newfield on the need to democratize university decision-making- Adjunct lecturers' low pay (report):https://www.insidehighered.com/news/2020/04/20/new-report-says-many-adjuncts-make-less-3500-course-and-25000-year?fbclid=IwAR1b-vyB-Ab2gQM6MuomOuJAgdEAngvVWhoUiqsa-_A_5mTVQi47T6xZ5fU- The American Prospect on student debt and the Federal Reserve: https://prospect.org/blogs/tap/student-debt-and-the-fed/?fbclid=IwAR3IPC-KdvSYdM6DHl2Si9vX4eLnWSpFgTSOIXoupPPk4bW8Y-KIm4hz5W0- Change.org petition on reinvesting in higher education nationally: https://www.change.org/p/elected-officials-immediately-protect-and-strengthen-higher-education-for-the-post-covid-world?fbclid=IwAR0Gy_fEn7pKUNaN3Z4oeYlnyy_4FGSt8fwTYZVFnODIh36zoy6mnIQ0v-A

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Sara_Nesheiwat
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The Emergency Medical Treatment and Labor Act is a law requiring that anyone coming into the emergency department will be stabilized and treated no matter what their insurance situation is. In terms of women's health, it is important to note that this means for active labors, medical treatment is necessary and required, no matter the health insurance of the patient. The purpose of this law to prevent certain patients from being turned away in an emergency situation or refused medical treatments if they are unable to pay, putting their health at risk.

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Sara_Nesheiwat
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EMTALA was enacted by Congress in 1986 and was part of the Consolidated Omnibus Budget Reconciliation Acts of 1985. Congress saw different cases around America where doctors were refusing medical care to patients who could not make a deposit at the time of their admittance to the ER. An example of this is a patient Eugene Barnes, who in 1985 suffered a stab wound and ultimately ended up dying because 6+ doctors refused to help him without payment or some form of compensation. This made national news and other cases began to come to light, such as at Baptist Hospital in Miami and many other areas. News outlets began to follow these cases and this caught attention of government officials. Shortly after, EMTALA was enacted.

http://www.pitt.edu/~kconover/ftp/emtala-draft.pdf